Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial comprensión lectora evaluación

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The widespread usage of computer-based assessments and individualized learning platforms has increased demand for the rapid production of high-quality items. Automated item generation (AIG), the process of using item models to generate new items with the help of computer technology, was proposed to reduce reliance on human subject experts. While AIG has been used in test development, recent advances in machine learning algorithms offer the potential to enhance its efficiency further. This paper presents an innovative approach utilizing OpenAI's latest transformer-based language model, GPT-3, to generate reading passages. Existing reading passages were used in carefully engineered prompts to...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial feedback/retroalimentación educación superior

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While feedback is essential for guiding student learning, providing timely and personalized guidance in large-scale educational settings remains a significant challenge. Generative AI offers a scalable solution, yet little is known about students’ perceptions of AI-generated feedback. In this paper, we aim to investigate how the identity of the feedback provider (human vs. AI) affects students’ ability to assess feedback quality and whether their judgments are biased. We propose a comprehensive rubric for assessing the pedagogical quality of formative feedback. We use it to compare the objective quality of AI-generated and human-crafted feedback (N = 979). Next, using data collected from...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial alfabetización en IA educación primaria y secundaria

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This systematic review investigates learning task design for K-12 AI education, aiming to provide an overview of the status of AI education and identify trends, challenges, and opportunities. Through an analysis of 47 empirical studies, the review presents, synthesizes, and evaluates the educational theories underpinning the learning task design, the content, the pedagogies used for teaching, as well as the measurement and outcomes of the existing literature on AI education programs in K-12 settings. The principal findings reveal a diverse landscape of learning task design for teaching AI to K-12 students. Positive outcomes underscore the effectiveness of well-crafted hands-on tasks in...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial feedback/retroalimentación grandes modelos de lenguaje

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Assessment feedback is important to student learning. Learning analytics (LA) powered by artificial intelligence exhibits profound potential in helping instructors with the laborious provision of feedback. Inspired by the recent advancements made by Generative Pre-trained Transformer (GPT) models, we conducted a study to examine the extent to which GPT models hold the potential to advance the existing knowledge of LA-supported feedback systems towards improving the efficiency of feedback provision. Therefore, our study explored the ability of two versions of GPT models – i.e., GPT-3.5 (ChatGPT) and GPT-4 – to generate assessment feedback on students' writing assessment tasks, common in...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial expresión escrita evaluación

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Large language models have recently been proposed as tools for automated essay scoring, but their agreement with human grading remains unclear. In this work, we evaluate how LLM-generated scores compare with human grades and analyze the grading behavior of several models from the GPT and Llama families in an out-of-the-box setting, without task-specific training. Our results show that agreement between LLM and human scores remains relatively weak and varies with essay characteristics. In particular, compared to human raters, LLMs tend to assign higher scores to short or underdeveloped essays, while assigning lower scores to longer essays that contain minor grammatical or spelling errors. We...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial expresión escrita ChatGPT

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Generative Artificial Intelligence (GenAI) tools are widely used by learners and this trend is poised to continue. However, little is known about whether and how GenAI use impacts learning and performance. This study aimed to investigate the effect of GenAI on performance by examining a key affordance of GenAI—seeking help via question asking. We compared the questions that learners asked GenAI versus a human tutor online during a writing task. Using quantitative ethnographic methods, we found that: (a) participants in the GenAI condition asked significantly more questions compared to those in the Tutor condition; (b) GenAI participants tended to ask one-off questions, while Tutor...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial tecnología educativa metodología de investigación

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With the rapid development of artificial intelligence (AI) technologies and a continuously growing interest in their application in educational contexts, there has been significant growth in the scientific literature in relation to the application of AI in education (AIEd). This study aims to present multiple perspectives on the development of AIEd in terms of relevant grants, conferences, journals, software tools, article trends, top issues, institutions, and researchers to provide an overview of AIEd for its further development and implementation. With this study, we contribute to the research field by enabling educators and scholars to understand the status and development of relevant...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial analítica del aprendizaje multimodalidad

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The proliferation of educational technologies has generated unprecedented volumes of diverse, multimodal learner data, offering rich insights into learning processes and outcomes. However, leveraging this complex, multimodal data requires advanced analytical methods. While Multimodal Learning Analytics (MMLA) offers promise for exploring this data, the potential of Artificial Intelligence (AI) to enhance MMLA remains largely unexplored. This paper bridges these two evolving domains by conducting the first systematic literature review at the intersection of AI and MMLA, analyzing 43 peer-reviewed papers from 11 reputable databases published between 2019 and 2024. The findings indicate a...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial analítica del aprendizaje tecnología educativa

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With the advent of artificial intelligence, most of the main techniques have found their way into intelligent education. Knowledge tracing is one of the essential tasks in educational research, which aims to model and qualify students' procedural knowledge acquisition using machine learning or deep learning techniques. While numerous studies have focused on improving models and algorithms of knowledge tracing, few have thoroughly examined the dynamic and complex aspects of this research field. This study conducts a bibliometric analysis that included 383 key articles published between 1992 and 2021 to review the evolutionary nuances of knowledge tracing research. Besides, we employ document...

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial evaluación educación superior

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As generative AI (GenAI) transforms how students learn and work, higher education must rethink its assessment strategies. This paper introduces a conceptual framework, DRIVE, and a taxonomy to help educators evaluate student learning based on their interactions with GenAI chatbots. Although existing research maps student-GenAI interactions to writing outcomes, practice-oriented tools for assessing evidence of domain-specific learning beyond general AI literacy skills or general writing skills remain underexplored. We propose that GenAI interactions can serve as a valid indicator of learning by revealing how students steer the interaction (Directive Reasoning Interaction) and articulate...

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